Using Symbols to Compare Unit of Study: Comparing Numbers Global Concept Guide: 2 of 3

Content Development In this GCG, students are making direct models of numbers with base- 10 blocks to compare numbers. They are also drawing models of number cards to solve problem situations that require them to compare and order numbers. Remember that the term “model” may refer to using manipulatives or a drawing (including quick pics, number lines and other mathematical representations).

Day 1 Essential Question: How can making a number line help you compare 2-digit numbers?  Building Conceptual Knowledge – Voyages Grade 2 Excursions A Number of Locations TE p. 27 – 30A Number of Locations  Introduce the lesson with the Setting the Stage section using TR1 (found in the back of the TE) Continue with the Day 1 Relative Size of Numbers – Building Conceptual Knowledge section using TR2 (found in the back of the TE) and student page 39.TR1page 39  Model how to label the number lines and provide support with students as needed (remember that the focus of this lesson is comparing numbers on a number line, not labeling the number lines).  End the lesson at the top of p. 30 in the TE, before Number Lines with Intervals of 2.  Independent Practice - Voyages Grade 2 Excursions A Number of Locations Student p. 41 (omit #14)A Number of Locations By the end of Day 1, students should be able to make and use a number line to compare 2-digit numbers.

Day 2 Essential Question: How can you use symbols to show how numbers compare? Building Conceptual Knowledge –  Go Math Lesson 7.3 Listen and Draw p. 279  Each student uses base-10 blocks (rods and unit cubes) model less than, equal to, and greater than situations. Make sure students correctly draw quick pictures of their models.  Share and Show #s 1-4 can be used in a small group—students compare models and discuss the symbol they should use. Be sure students connect the symbol to its meaning.  On Your Own #s on p. 298 – 299 –can be independent practice  At this point, encourage students to draw the quick pictures without making the models first. The goal is that by the end of the lesson students will mentally compare numbers using place value without having to draw pictures. By the end of Day 2, students should be able to use symbols (, =) to show how numbers compare.

Day 3 Essential Question: How can making a diagram help you compare and order numbers in problem situations? Go Math Lesson 7.4 Problem Solving – Compare Numbers  Engage/Student Discovery  Without allowing students to open their Go Math books, read the Unlock the Problem on p. 301 and have them solve it in their math notebooks.  Invite a few students to share their solutions, steering the discussion toward the “making a model” solution as described in the lesson.  See Extend the Math Activity on p. 303 in Go Math TE for a whole class activity on modeling how to put numbers in order.  Guided Practice - #s 1 & 2 on p. 302, discuss solutions  Independent Practice - #s 3 – 8 on p. 303 – 304  Students are applying what they have learned so far in this unit in problem situations By the end of Day 3, students should be able to compare numbers in problems using a diagram or model.

Enrich/Reteach/Intervention  Reteach/Intervention  Use Secret Code cards to build numbers and record comparisons  Click here for reproducible cards and Representation Mat.reproducible cards Representation Mat  Enrich (Both located near bottom of page under 1.NBT3)  Comparing 2-digit Numbers – students use digit cards to make 2- digit numbers and compare using correct symbols. Record in math notebook Comparing 2-digit Numbers  Scoop It! – scoop up buttons and counters and compare the amounts (if buttons aren’t available, substitute any other small object). Record in math notebook. Scoop It!